CDD Orientation National Health and Wellness Conference May 6, 2003 Phoenix, Arizona

2 Exercise  Burning questions

3 Job Corps Disability Initiative  Program Instruction (March 1999) announced the disability initiative and instructed each Center Director to designate a point person for disability issues (CDD)  Program Instruction (September 1999) reaffirmed and expanded the existing cooperative agreement between Job Corps and vocational rehabilitation (VR) programs

4 Job Corps Disability Initiative  PRH Change Notice (May 2000) –Discontinued the use of designated centers and revised admissions procedures so that all centers will serve students with disabilities –Discontinued the use of A or B folders— Information on the ETA 6-53 can no longer be used as a basis for classifying applicant folders for review

5 Job Corps Disability Initiative  PRH Change Notice (January 2001) requires admissions counselors (ACs) to collect information relating to an applicant’s reasonable accommodation needs  Program Instruction (January 2001) requires all centers and admissions contractors to develop policies and procedures to ensure that applicants and students are provided reasonable accommodation

6 Job Corps Disability Initiative  Program Instruction (February 2002) requires centers to submit disability data biannually (January 15 and July 15)  Program Instruction (February 2002) requires each center/contractor to develop accessible format policies and procedures to ensure that communications with persons with disabilities are as effective as communications with others

7 Creating a Center Disability Program Components:  Team approach  Training  Accessibility  Networking/ partnerships  Innovative programs Role of Center Director's Disability Designee (CDD):  Coordinates all aspects of center’s disability program –Demonstrate commitment to the disability initiative (leadership) –Encourage all staff to take ownership of the program

8 Creating a Center Disability Program Team Approach—Based on CDSS, student education and training needs identified in an individualized training plan, the personal career development plan (PCDP)  Create interdisciplinary team (IDT) — Center staff from various areas (wellness, academic, food service, vocational, CDSS, safety, etc.) work together to determine the individual needs of each student with a disability and ensure these needs are being addressed in the PCDP

9 Creating a Center Disability Program Team Approach (continued)  Ensure all staff are aware of the disability initiative and their role, the reasonable accommodation process, and the interdisciplinary approach to serving students with disabilities  Ensure vocational instructors are aware of their role in the reasonable accommodation process

10 Creating a Center Disability Program Team Approach (continued)  Ensure career development staff are aware of the accommodation process and how to incorporate the accommodation needs of the student with a disability into the PCDP  Ensure career transition staff are aware of transition issues of particular importance to students with disabilities

11 Creating a Center Disability Program Training—Ongoing and comprehensive  Conduct disability awareness training for staff and students on a regular basis (Awareness + Attitudes = Confidence)  Include disability-related training in the center’s annual training plan  Provide general and advanced student training on a regular basis

12 Creating a Center Disability Program Accessibility—Inclusive environment that serves all students  Determine accessibility of physical plant –Buildings/facilities (transportation/parking) –Equipment  Determine programmatic accessibility –File review policy –Alternative formats (tape, disk, Braille, large print) –Sign language interpreters –Instructional modifications/learning style

13 Creating a Center Disability Program Accessibility (continued)  Modify center safety plan to include general provisions that consider the needs of persons with disabilities and ensure the safety needs of each student with a disability are considered during the reasonable accommodation process

14 Creating a Center Disability Program Networking/partnerships—Information, services, and referrals  Develop a relationship with your local vocational rehabilitation agency  Learn about the services the Job Accommodation Network (JAN) provides to Job Corps centers  Network with local disability organizations (e.g., center for independent living, one stop, school system, colleges/universities, etc.)

15 Creating a Center Disability Program Networking/partnerships (continued)  Develop relationship with outreach and admissions contractor  Involve the regional office in the development of the center’s disability program  Present information about Job Corps to local disability organizations

16 Creating a Center Disability Program Networking/partnerships (continued)  Invite local disability organizations to visit center and to participate on center boards  Educate local employers about hiring people with disabilities

17 Creating a Center Disability Program Innovative Programs—Develop and combine previously proven successful components into one program Examples from centers  All students taking psychotropic medications attend a three-visit educational group led by an intern that provides information on side effects, compliance, and maintenance  The center mental health consultant developed learning disability ("Do I Have a Learning Disability") and ADD brochures that provide information on the disability and how to get accommodations on center

18 Center Assessments— Disability-Related Questions 1. Are folders for students with disabilities being processed in a reasonable amount of time? –Review folders –Interview staff 2. Does the center have a CDD for disability issues? –Interview Center Director/staff

19 Center Assessments— Disability-Related Questions 3. Are other center staff aware of and involved in efforts to make the center more inclusive of people with disabilities? –Interview staff (particularly safety officer and EEO staff) 4. Do students receive information about disability and reasonable accommodation during orientation? –Interview CDD, orientation staff, students –Review orientation materials

20 Center Assessments— Disability-Related Questions 5. Has the center established linkages with vocational rehabilitation (VR) and other disability service providers? –Interview CDD –Interview VR liaison and disability service providers –Review evidence of linkages 6. Have students and staff received any disability-related training/education? –Interview CDD, students –Review training log

21 Center Assessments — Disability-Related Questions 7. What action has the center taken to become more accessible/inclusive of people with disabilities? –Interview CDD, Center Director 8. Does the center have a reasonable accommodation process in place? –Interview CDD –Interview students receiving accommodation and staff involved in providing accommodation –Review reasonable accommodation request forms and related paperwork (evidence of interactive process, follow up, etc.)

22 Center Assessments — Disability-Related Questions 9. Is the center storing records that contain disability-related information properly? –Review records (medical records stored separately, only those with a need to know have access to disability-related information, all information maintained in central folder after student leaves the program)

23 Job Corps Disability Resources  Disability website  Disability Resource Manual  Learning Disabilities and Attention Deficit Hyperactive Disorder Technical Assistance Guide (LD and AD/HD TAG)  Mental Health Disabilities Technical Assistance Guide  Job Corps Career Development Resource Center (JCCDRC) website

24 Job Corps Disability Website  Use website for resource information, sample forms, existing practices, to ask questions –Contains information on how Job Corps staff can meet the needs of students with disabilities –Contains general disability information and specific information on Job Corps disability- related issues

25 Disability Resource Manual  Organized into eight modules (Legislation, Common Disabilities, Inclusion and Awareness/Etiquette, Outreach and Admissions, Reasonable Accommodation, Career Development, Accessibility, and Emergency Procedures)  Who Can Help? sections provide the names of organizations/agencies that can provide technical assistance (materials, information, referral, volunteers) on the topic being discussed  Downloadable from disability website

26 LD and AD/HD TAG  Designed to help center staff more effectively serve students with LD and AD/HD  Provides information and strategies for education, training, assisting student with a particular issue  Availability –Downloadable version, Summer 2003 –Web TAG, Fall 2003

27 Mental Health Disabilities TAG  Developed to promote consistent and proactive management of students with mental health disabilities (schizophrenia and psychotic disorders, mood disorders, anxiety disorders, and personality disorders)  Provides information, case examples, flow charts, suggested activities and resources  Availability –Downloadable version, Fall 2003 –Web TAG, Winter 2003

28 JCCDRC Website